The social correlates of type A behavior in children.

Abstract

The purpose of the present study was to investigate whether children classified as Type A and Type B differed on a number of measures of social functioning. A total of 176 children from grades 4 and 6 participated in the study. The entire sample of children was asked to fill out the Hunter-Wolf A/B Rating Scale, a self-report measure of Type A behavior, and the Children's Social Support Scale, a self-report measure of the availability of social support from significant others and of the quality of available support. The Pupil Evaluation Inventory, which provides peer nominations of Aggression, Withdrawal, and Likeability, was also administered. A subsample of 50 children were observed during free play at recess. Results indicated that children classified as Type A were evaluated by their peers as higher on aggression than their Type B counterparts. There was no significant difference between the two groups on peer-rated likeability or withdrawal. Type A children also indicated that the quality of their available social support was significantly poorer than that reported by Type B children. While Type A children's social support did not differ as a function of grade level, Type B children in grade 6 reported significantly more social support than Type B children in grade 4 or Type A children in grade 6. Females reported significantly more social support available to them than did males, and males received higher scores on aggression. While Type A children in grades 4 and 6 did not differ in the amount of low-involvement watching behavior engaged in, Type B children in grade 4 displayed significantly more watching behavior than Type As at the same grade level or than Type B children in grade 6. Implications of the results were discussed with reference to the social consequences of Type A behavior and suggestions for future research were noted.